| dc.description.abstract | In Kenya, induction for NATs in public secondary schools is based on the Teachers Service
Commission Induction Guide. However the TSC Guide does not explain how NATs in public
secondary schools should be inducted, the contents of the induction programs in public secondary
schools, the duration induction for NATs and the sequence which the school mentors were to use
during induction. The loophole in the induction guide from the TSC has lclt the public secondary
schools in Kisumu East and West Districts to find their own ways of inducting NATs. The
resultant effect is the varied induction practices done by public secondary schools to their NATs.
The impact of the varied practices in Kisumu East and West Districts is that NATs in public
secondary schools operates with various unresolved problems. NATs in Kisumu East and West
Districts are therefore dissatisfied with their schools and the teaching profession leading to (80%)
in need of transfers and (13%) deserting teaching to other employment (District staffing Officers
Kisumu East and West Districts, 2010). The purpose of this study was to asses the management
practices of induction for Newly Appointed Teachers in secondary schools in Kisumu East and
West Districts and specifically; to find out the induction needs of Newly Appointed Teachers, to
assess the management practices of induction for newly appointed teachers in secondary schools;
assess the perceptions of newly appointed teachers on management practices of induction in
secondary schools; andto examine the challenges faced in the process of induction and coping
strategies employed by the school administration. A conceptual framework was used to help the
study in focusing on how head teachers and heads of departments manage the induction programs
in order to settle the newly appointed teachers in public secondary schools. The study employed a
descriptive survey research design. The study population consisted of 40 head teachers, 40 heads
of departments and 140 newly appointed teachers. Purposive sampling technique was used to
sample 36 head teachers, 36Aand 36 heads of departments, while saturated sampling technique
was used to sample 136 newly appointed teachers. The .instruments of data collection included
questionnaires and interviews schedule. Content validity of the instruments was determined by
presenting the instruments to three experts in the department of Educational Management and
Foundations, Maseno University for perusal and their suggestions were incorporated to make
them valid. Reliability of the instruments was determined by piloting study in four (10%)
schools. Qualitative data obtained from open-ended sections of the questionnaires and interviews
was analyzed on the on-going processes as themes and sub-themes emerged. Quantitative data
collected using close-ended items in the questionnaires were analyzed using descriptive statistics
such as frequencies, percentages and means. The findings were presented in form of tables.
Qualitative data obtained using open-ended items in the questionnaires and interviews were
coded and analyzed on an on-going process as themes and sub-themes emerged. The study found
out that induction practices in schools were poorly managed as a lot of information wasgiven to
NATs in the first two days without sequence, and what the NATs were never informed when they
appraised.The study concluded that there was little attention and concern by MOEST and TSC to
enforce induction programs in public secondary schools. The study recommended that: Teachers
Service Commission should review the contents of the TSC Induction Guide and in cooperate
how induction for NATs should be managed to help in the management of induction programs
for NATs in secondary schools. Ministry 'of Education should alsoprovide funds for induction
programs to secondary schools. The results of the study will be of importance to researchers,
educationists, policy makers because of its contribution to knowledge about induction program
for NATs in Kenya and it also forms a basis for further research. | en_US |
